Literaturnachweis - Detailanzeige
Autor/inn/en | Rees, Carol A. B.; Roth, Wolff-Michael |
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Titel | Discourse Forms in a Classroom Transitioning to Student-Centred Scientific Inquiry through Co-Teaching |
Quelle | In: International Journal of Science Education, 41 (2019) 5, S.586-606 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Rees, Carol A. B.) ORCID (Roth, Wolff-Michael) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0950-0693 |
DOI | 10.1080/09500693.2019.1571649 |
Schlagwörter | Student Centered Learning; Science Instruction; Team Teaching; Classroom Communication; Discourse Modes; Inquiry; Active Learning; Elementary School Teachers; Elementary School Students; Master Teachers; Elementary School Science; Foreign Countries; Scaffolding (Teaching Technique); Canada Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teamteaching; Klassengespräch; Diskursethik; Aktives Lernen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Kanada |
Abstract | Teacher-student discourse continues to be teacher-centred even though researchers and reform documents have recommended changes toward increased levels of student-centred discourse. In science education this situation is paralleled by effort to make scientific inquiry more student-centred. The purpose of this study was to investigate how discourse forms changed over time in a classroom where the regular teacher and his students were scaffolded in the transitioning to student-centred scientific inquiry. Video-recordings were collected at intervals over one academic year. Three prominent forms of discourse were identified: two teacher-authoritative forms and one more interactive, dialogic form. As the lessons increasingly turned into student-centred scientific inquiry, a shift to the dialogic discourse form was found. Co-teaching provided for (a) guidance towards an organisation of events in the classroom that included regular teacher-student dialogue (b) modelling of the more dialogic form of discourse. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |